Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program

Nathan John Curnow

Research output: ThesisMaster's Thesis

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Abstract

Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students
that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Supervisors/Advisors
  • Venville, Grady Jane, Supervisor
  • Oliver, Mary Colette, Supervisor
  • Howitt, Christine, Supervisor
Thesis sponsors
Award date28 Nov 2017
DOIs
Publication statusUnpublished - 2017

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